PROBLEMS OF THE 2013 CURRICULUM:A CASE STUDY OF IMPLEMENTING ENGLISH ASSESSMENT IN THE 2013 CURRICULUM

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Arini Husnayain
Keyword(s):  
English Teachers ◽  
Assessment Process ◽  
Teaching English

The objectives of this study are to explain the implementation of assessment process in teaching English based on curriculum 2013 and to identify the problems faced by English teachers of MAN Lamongan when teaching English based on curriculum 2013.Keywords: implementation, curriculum 2013, assessment

PROBLEMS OF THE 2013 CURRICULUM:A CASE STUDY OF IMPLEMENTING ENGLISH ASSESSMENT IN THE 2013 CURRICULUM

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Arini Husnayain
Keyword(s):  
English Teachers ◽  
Assessment Process ◽  
Teaching English

The objectives of this study are to explain the implementation of assessment process in teaching English based on curriculum 2013 and to identify the problems faced by English teachers of MAN Lamongan when teaching English based on curriculum 2013.Keywords: implementation, curriculum 2013, assessment

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

scholarly journals A Methodology for Harmonizing Safety and Health Scales in Occupational Risk Assessment

2021 ◽  
Vol 18 (9) ◽  
pp. 4849
Author(s):  
Zuzhen Ji ◽  
Dirk Pons ◽  
John Pearse
Keyword(s):  
Risk Assessment ◽  
Health And Safety ◽  
Assessment Method ◽  
Assessment Process ◽  
Successful Implementation ◽  
Health Issues ◽  
Public Health Perspective ◽  
Chronic Health ◽  
Risk Assessment Method

Successful implementation of Health and Safety (H&S) systems requires an effective mechanism to assess risk. Existing methods focus primarily on measuring the safety aspect; the risk of an accident is determined based on the product of severity of consequence and likelihood of the incident arising. The health component, i.e., chronic harm, is more difficult to assess. Partially, this is due to both consequences and the likelihood of health issues, which may be indeterminate. There is a need to develop a quantitative risk measurement for H&S risk management and with better representation for chronic health issues. The present paper has approached this from a different direction, by adopting a public health perspective of quality of life. We have then changed the risk assessment process to accommodate this. This was then applied to a case study. The case study showed that merely including the chronic harm scales appeared to be sufficient to elicit a more detailed consideration of hazards for chronic harm. This suggests that people are not insensitive to chronic harm hazards, but benefit from having a framework in which to communicate them. A method has been devised to harmonize safety and harm risk assessments. The result was a comprehensive risk assessment method with consideration of safety accidents and chronic health issues. This has the potential to benefit industry by making chronic harm more visible and hence more preventable.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

scholarly journals Using body mapping as part of the risk assessment process – a case study

2018 ◽  
Vol 16 (2) ◽  
pp. 224-240
Author(s):  
David Thomas ◽  
Billy Hare ◽  
Iain Cameron
Keyword(s):  
Risk Assessment ◽  
Assessment Process ◽  
Body Mapping ◽  
Risk Assessment Process
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